Contextualizing Outcomes of Public Schooling: Disparate Post-secondary Aspirations among Aboriginal and Non-Aboriginal Secondary Students
To understand how Aboriginal youths’ access to post-secondary schooling opportunities is created and constrained, structures of inclusion and exclusion are examined. In particular, the legitimization of unequal treatment and disparate outcomes is problematized; making the case that public schooling...
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ftunivtoronto:oai:localhost:1807/18119 2023-05-15T16:16:43+02:00 Contextualizing Outcomes of Public Schooling: Disparate Post-secondary Aspirations among Aboriginal and Non-Aboriginal Secondary Students Hudson, Natasha Restoule, Jean-Paul Bascia, Nina Adult Education and Counselling Psychology NO_RESTRICTION http://hdl.handle.net/1807/18119 en_ca eng http://hdl.handle.net/1807/18119 Aboriginal Contexts of learning Post-secondary aspirations Youth Public school School-to-work transition Social reproduction Systemic inequality Equality of opportunity Bricolage Structuration Pragmatism Programme for International Student Assessment Youth in Transition Survey Comparative education Access to post-secondary schooling Streaming Indigenous Native First Nations Métis Inuit Socio-economic status Race Gender Location Higher education Canada PISA YITS Assessment Canadian Meritocracy Democracy 0340 0938 0700 0631 0533 0745 0288 0451 Thesis ftunivtoronto 2020-06-17T11:13:56Z To understand how Aboriginal youths’ access to post-secondary schooling opportunities is created and constrained, structures of inclusion and exclusion are examined. In particular, the legitimization of unequal treatment and disparate outcomes is problematized; making the case that public schooling systems limit the opportunities of youth. In this study, youths’ post-secondary aspirations are contextualized on the basis of racial identity, gender, programs of enrolment, graduate destinations, parent’s level of schooling, parental income, and community size; binary analyses evaluate the relationships among these variables. The variables were accessed from the Youth in Transition Survey (YITS) and the Programme for International Student Assessment (PISA). Findings of this research counter other studies that demonstrate Aboriginal youth with lower post-secondary opportunities relative to their peers. This study substantiates that barriers to aspiration achievement and post-secondary opportunities are not from a lack of ambition or academic preparedness among Aboriginal youth attending Canadian public schools. MAST Thesis First Nations inuit University of Toronto: Research Repository T-Space Canada Lower Post ENVELOPE(-128.482,-128.482,59.925,59.925) |
| institution |
Open Polar |
| collection |
University of Toronto: Research Repository T-Space |
| op_collection_id |
ftunivtoronto |
| language |
English |
| topic |
Aboriginal Contexts of learning Post-secondary aspirations Youth Public school School-to-work transition Social reproduction Systemic inequality Equality of opportunity Bricolage Structuration Pragmatism Programme for International Student Assessment Youth in Transition Survey Comparative education Access to post-secondary schooling Streaming Indigenous Native First Nations Métis Inuit Socio-economic status Race Gender Location Higher education Canada PISA YITS Assessment Canadian Meritocracy Democracy 0340 0938 0700 0631 0533 0745 0288 0451 |
| spellingShingle |
Aboriginal Contexts of learning Post-secondary aspirations Youth Public school School-to-work transition Social reproduction Systemic inequality Equality of opportunity Bricolage Structuration Pragmatism Programme for International Student Assessment Youth in Transition Survey Comparative education Access to post-secondary schooling Streaming Indigenous Native First Nations Métis Inuit Socio-economic status Race Gender Location Higher education Canada PISA YITS Assessment Canadian Meritocracy Democracy 0340 0938 0700 0631 0533 0745 0288 0451 Hudson, Natasha Contextualizing Outcomes of Public Schooling: Disparate Post-secondary Aspirations among Aboriginal and Non-Aboriginal Secondary Students |
| topic_facet |
Aboriginal Contexts of learning Post-secondary aspirations Youth Public school School-to-work transition Social reproduction Systemic inequality Equality of opportunity Bricolage Structuration Pragmatism Programme for International Student Assessment Youth in Transition Survey Comparative education Access to post-secondary schooling Streaming Indigenous Native First Nations Métis Inuit Socio-economic status Race Gender Location Higher education Canada PISA YITS Assessment Canadian Meritocracy Democracy 0340 0938 0700 0631 0533 0745 0288 0451 |
| description |
To understand how Aboriginal youths’ access to post-secondary schooling opportunities is created and constrained, structures of inclusion and exclusion are examined. In particular, the legitimization of unequal treatment and disparate outcomes is problematized; making the case that public schooling systems limit the opportunities of youth. In this study, youths’ post-secondary aspirations are contextualized on the basis of racial identity, gender, programs of enrolment, graduate destinations, parent’s level of schooling, parental income, and community size; binary analyses evaluate the relationships among these variables. The variables were accessed from the Youth in Transition Survey (YITS) and the Programme for International Student Assessment (PISA). Findings of this research counter other studies that demonstrate Aboriginal youth with lower post-secondary opportunities relative to their peers. This study substantiates that barriers to aspiration achievement and post-secondary opportunities are not from a lack of ambition or academic preparedness among Aboriginal youth attending Canadian public schools. MAST |
| author2 |
Restoule, Jean-Paul Bascia, Nina Adult Education and Counselling Psychology |
| format |
Thesis |
| author |
Hudson, Natasha |
| author_facet |
Hudson, Natasha |
| author_sort |
Hudson, Natasha |
| title |
Contextualizing Outcomes of Public Schooling: Disparate Post-secondary Aspirations among Aboriginal and Non-Aboriginal Secondary Students |
| title_short |
Contextualizing Outcomes of Public Schooling: Disparate Post-secondary Aspirations among Aboriginal and Non-Aboriginal Secondary Students |
| title_full |
Contextualizing Outcomes of Public Schooling: Disparate Post-secondary Aspirations among Aboriginal and Non-Aboriginal Secondary Students |
| title_fullStr |
Contextualizing Outcomes of Public Schooling: Disparate Post-secondary Aspirations among Aboriginal and Non-Aboriginal Secondary Students |
| title_full_unstemmed |
Contextualizing Outcomes of Public Schooling: Disparate Post-secondary Aspirations among Aboriginal and Non-Aboriginal Secondary Students |
| title_sort |
contextualizing outcomes of public schooling: disparate post-secondary aspirations among aboriginal and non-aboriginal secondary students |
| publishDate |
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| url |
http://hdl.handle.net/1807/18119 |
| long_lat |
ENVELOPE(-128.482,-128.482,59.925,59.925) |
| geographic |
Canada Lower Post |
| geographic_facet |
Canada Lower Post |
| genre |
First Nations inuit |
| genre_facet |
First Nations inuit |
| op_relation |
http://hdl.handle.net/1807/18119 |
| _version_ |
1766002577505255424 |